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Browsing by Author "Burns, Connie"

Now showing 1 - 6 of 6
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    Building a Community of Learners: The Value of Social Presence and Peer Mentoring in an Online Nutrition Course
    (University of Minnesota Extension, 2012-10) Burns, Connie
    “Social Presence” or a sense of ‘belonging’ is important in any classroom setting, whether face to face or at a distance. It is needed to create a level of comfort in which people feel at ease around the teacher/facilitator and other class participants. Social Presence is a direct contributor to the success of an education experience when there are affective goals, as well as purely cognitive ones (Garrison, D., Anderson, G. & Archer, W., 2001). Aragon (2003) identified a number of strategies used to establish and maintain social presence online. After a number of Aragon’s strategies were utilized in course design, Community Nutrition Educators (CNEs) in the Simply Good Eating Program who participated in online nutrition course offerings were surveyed on the ‘social presence’ aspect of the course. Results indicate that CNEs found most of the ‘social presence’ strategies used in nutrition course design ‘useful to very useful’ for increasing their level of comfort. In the most recent course offering, where peer mentors were involved, post course surveys administered to students, and reflection papers completed by peer mentors suggest the use of peer mentoring to be a valuable course component. Social presence strategies and peer mentoring opportunities should not be underestimated when designing courses at a distance, as they help to create a learner centered environment, offer a level of comfort, and enhance knowledge sharing, which can all encourage student success.
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    Environmental Scan: West Central Regional Report
    (University of Minnesota Extension, Center for Family Development, 2012) Burns, Connie; Croymans, Sara; Shurilla, Ali
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    Great Program Outcomes Begins with the Right CNE
    (St. Paul, MN: University of Minnesota Extension, 2012-10) Leines, DeeAnn; Burns, Connie
    In 2011, a team of researchers at University of Minnesota Extension completed an Implementation Evaluation of the Supplemental Nutrition Assistance Program-Education (SNAP-Ed) program. Information from this study improved the Center for Family Development’s understanding of how quality SNAP-Ed programming is carried out. As part of the Implementation Study, Community Nutrition Educators (CNEs) who lead SNAP-Ed classes across the state provided input into what they felt contributed to positive outcomes in their work environments. Extension Educators (EEs) then reviewed the CNE data and discovered several trends relating to personality characteristics, attitudes, and teaching philosophies that coincide with effective programming. Extension 20 < ABSTRACT DESCRIPTIONS Educators then surveyed Extension Educator and Program Coordinator (PC) colleagues for their views on desirable CNE personality traits and work characteristics, and compared this data with the Implementation Study findings. Current hiring procedures for Extension employees provide only general interview guidelines and do not address specific intrinsic personality characteristics that management teams should be looking for in hiring effective CNEs. It was therefore determined that a list of desirable CNE characteristics and qualities, based on both the Implementation Study and EE/PC survey findings, would be helpful for use in the CNE hiring process. Suggested evidenced based interview questions that focus on intrinsic personality characteristics for hiring CNEs are presently in the development phase.
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    Online Nutrition Course for Nutrition Education Assistants: A Year in Review
    (St. Paul, MN: University of Minnesota Extension Service, 2009-10) Burns, Connie
    A Web Vista-based online nutrition course was developed and piloted in the Summer of 2008 for newly hired Nutrition Education Assistants (NEAs). The goal of the course was to evaluate NEA knowledge of life cycle nutrition principles and their reactions to web-based trainings. Weekly class format included textbook readings, power point lecture notes, online case study discussions and quizzes. Using information from the course evaluations, the course was updated and again offered in the Winter of 2008-09 and Spring 2009, for both new NEAs and more seasoned NEAs. Improvements to the course included offering Web Vista tutorial information to review before the start of class and offering a Scavenger Hunt to familiarize students with the Web Vista format. Post-course results indicate NEA’s knowledge of nutrition principles for all six life stages improved, confidence levels for navigating an online course increased, and over 80% felt that they could learn as much from an online course as they could in a face to face course. Survey indicates a majority have updated lesson plans or teaching methods; have used/referred to at least one nutrition related website 20 that was discussed/provided in the course; have felt more confident using technology; and felt more confident in their role as a Nutrition Education Assistant.
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    Tailoring a Hybridized, Online Course to a Paraprofessional Audience
    (University of Minnesota Extension, 2011-10) May, Jill; Burns, Connie; Barno, Trina
    The learning needs and technology skills of Community Nutrition Educators vary widely. In the development of online training for remotely located staff in their basic nutrition requirements, it was a priority that the technology did not get in the way of the learning experience. A course was designed to keep the technology “invisible”, with limited reference to technical terms, easy entry into activities, elimination of non-essential items on screens, and embodying a “high-touch” experience for participants. Pilot results confirmed the effectiveness of this approach; participants indicated that the content was clearly, effectively, and enjoyably presented in a unique, user friendly format.
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    When It's Online, Do They Learn?
    (St. Paul, MN: University of Minnesota Extension Service, 2009-10) Burns, Connie
    A Web Vista-based online nutrition course was developed and piloted in the Summer of 2008 for newly hired Nutrition Education Assistants (NEAs). The goal of the course was to evaluate NEA knowledge of life cycle nutrition principles and their reactions to web-based trainings. Weekly class format included textbook readings, power point lecture notes, online case study discussions and quizzes. Using information from the course evaluations, the course was updated and again offered in the Winter of 2008-09 and Spring 2009, for both new NEAs and more seasoned NEAs. Improvements to the course included offering Web Vista tutorial information to review before the start of class and offering a Scavenger Hunt to familiarize students with the Web Vista format. Post-course results indicate NEA’s knowledge of nutrition principles for all six life stages improved, confidence levels for navigating an online course increased, and over 80% felt that they could learn as much from an online course as they could in a face to face course. Survey indicates a majority have updated lesson plans or teaching methods; have used/referred to at least one nutrition related website that was discussed/provided in the course; have felt more confident using technology; andfelt more confident in their role as a Nutrition Education Assistant.